Achievement Unlocked: An Innovative HBCU Framework for Student Success and Persistence

Jenard D. Moore, Ph.D. Shakinah Simeona-Lee, M.Ed. Richard Fuqua Dr. Kimberly L. Heckstall, DM, MSOL @Deborah S. Williamson Whitney Powell, MBA, CSM, CSPO N.C. A&T Willie A. Deese College of Business and Economics

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Executive Summary 

This white paper explores a strategic framework aimed at addressing key challenges in enrollment, retention, and persistence at the Willie A. Deese College of Business and Economics (WDCOBE). Based on university data related to the persistence and retention of male and female students within the college, the framework integrates a Student Success Colloquium, gamification software, corporate partner engagement, and a structured approach to fostering a strong sense of belonging. By prioritizing community-building and student engagement alongside academic support, this holistic, evidence-based strategy enhances student outcomes while advancing institutional excellence. 

Introduction 

Higher education institutions today face significant pressures related to declining enrollments, evolving student needs, and the demand for accountability in outcomes (National Center for Education Statistics [NCES], 2022). These pressures necessitate innovative strategies that not only address current challenges but also anticipate future needs. At WDCOBE, our Student Success Team has crafted an integrated framework designed to support academic achievement, professional development, and personal growth for our diverse student body. This narrative synthesizes national trends and local insights to inform a forward-looking approach. 

Key Challenges 

1. Enrollment Trends: Nationally, undergraduate business enrollments have declined, reflecting shifting student interests and economic uncertainties (National Student Clearinghouse Research Center [NSCRC], 2023). WDCOBE has experienced similar patterns, prompting targeted recruitment and engagement efforts. 

2. Retention and Persistence: Disparities in retention and persistence rates remain a concern, particularly among underrepresented and first-generation college students. Retention gaps highlight the need for scalable, equitable interventions (Tinto, 2017). 

3. Student Engagement: Evidence suggests that low levels of engagement correlate with diminished academic performance and persistence (Astin, 1999). Enhancing engagement requires multidimensional strategies that integrate academic, social, and professional elements.  

Conceptual Framework 

The WDCOBE Student Success Framework is a comprehensive, evidence-based approach designed to enhance student engagement, leadership development, operational refinement, academic success, and mentoring. This framework integrates key components that collectively foster a holistic learning environment, ensuring students are prepared to thrive academically and professionally. 

1. Sense of Belonging: Recognizing that a strong sense of belonging is foundational to student success, WDCOBE integrates Terrell Strayhorn’s (2012) model into FRST 101, a first-year experience course designed to facilitate students’ transition into college life. This course fosters an inclusive environment through peer and faculty mentorship, identity and community-building activities, a culturally inclusive curriculum, and student engagement incentives via Suitable. By embedding belonging into the student experience, WDCOBE strengthens academic persistence and engagement. 

2. Student Success Colloquium: A key driver of academic and leadership development, the Student Success Colloquium is embedded in first-through-third year experiences through courses such as COBE 201 and COBE 301. These courses connect students to campus resources, career preparation opportunities, and essential academic skills. Experiential learning tools like Student Simternships through Stukent, allow students to apply classroom knowledge in real-world contexts, fostering critical thinking, problem-solving, and professional readiness. For Fall 2024, we saw a 92.6% completion rate for our COBE 201 courses completing the COBE 201 Simternship through Stukent (Heckstall, 2025). 

3. Gamification Software: Utilizing Suitable, WDCOBE enhances student engagement by incorporating gamified learning and achievement tracking. This platform incentivizes participation in academic, extracurricular, and leadership activities while promoting accountability. Through strategic engagement analytics, Suitable also provides operational insights that refine student success initiatives, ensuring continuous improvement in program effectiveness (Deterding et al., 2011).  At the 2024 Suitable Pathways Conference, under the leadership of Dr. Jenard Moore, the program received both the Distinguished Program Award and the Best Branding Award in recognition of its excellence and impact.

4. Corporate Partner Engagement: To bridge academic learning with industry expectations, WDCOBE collaborates with corporate partners such as Toyota and Michelin. These partnerships offer students real-world exposure through mentorship, leadership development programs like the Deese College Toyota Leadership Development Initiative, and case-based learning experiences through Leader U, facilitated by Franklin Covey. By aligning academic preparation with workforce demands, these initiatives cultivate career readiness and long-term student success (Kuh et al., 2006). 

By integrating these interconnected components, the WDCOBE Student Success Framework ensures a dynamic, student-centered approach that strengthens persistence, fosters leadership, enhances operational efficiency, and prepares students for lifelong achievement. 

Data Insights: 2023-2024  

Enrollment Trends: 

• WDCOBE experienced a modest decline in undergraduate enrollments, consistent with national averages (NSCRC, 2023). 

• Graduate enrollments remained steady, underscoring the need to enhance undergraduate recruitment efforts. 

Retention Rates: 

• First-year retention improved from 73% to 75%, a positive outcome linked to expanded mentoring programs and early intervention strategies. 

Persistence Rates: 

• Second-year persistence increased by 2%, reaching 68%, attributed to initiatives like Exceptional Males in Business (EMB) and Women in Business (WIB). 

GPA Trends: 

An analysis of FRST 101 GPA data for the Fall 2023 and Fall 2024 cohorts shows stable male performance (GPA: 2.82 to 2.83) but a decline among females (GPA: 3.09 to 3.02). While more males moved into the 3.9 - 3.5 range, fewer achieved a 4.0 GPA, and there was a shift in female students toward lower GPA brackets. These trends highlight the critical role of FRST 101 in fostering a sense of belonging and academic success. To further support students, COBE 201 and 301 will integrate targeted academic and career development strategies, including enhanced mentorship, experiential learning, and structured academic support, ensuring students remain engaged and prepared for long-term success. 

Implementation Strategies: To effectively operationalize the WDCOBE Student Success Framework, a series of targeted implementation strategies have been designed to enhance student engagement, academic achievement, and career readiness. These strategies ensure that each component of the framework is structured, scalable, and aligned with best practices in student success. By standardizing curricula, leveraging gamification, and deepening corporate partnerships, WDCOBE creates a robust support system that fosters leadership development, persistence, and workforce preparedness. The following strategies outline the specific initiatives that drive this framework forward. 

Student Success Colloquium: 

• Standardize curricula across sections to ensure quality and consistency. 

• Train instructors to incorporate inclusive pedagogies and active learning strategies. 

• Integrate financial literacy workshops and career-focused experiential components. 

Gamification: 

• Broaden the use of Suitable to include tracking of leadership milestones and co-curricular achievements. 

• Design competitive challenges to sustain engagement and reward high-performing students. 

Corporate Engagement: 

• Expand operational visits and case study opportunities facilitated by corporate partners. 

• Develop additional cohorts for leadership development, emphasizing skills alignment with industry demands. 

Recommendations 

1. Harness Data Analytics: Employ advanced analytics to monitor trends in enrollment, retention, and engagement, enabling iterative refinements to the framework. 

2. Enhance Mentorship Programs: Scale mentorship initiatives, leveraging alumni networks and peer connections to provide sustained support. 

3. Promote Equity and Inclusion: Develop targeted interventions to address barriers faced by underrepresented groups, ensuring equitable access to resources and opportunities. 

4. Deepen Corporate Partnerships: Strengthen collaborations with industry leaders to create pathways for internships, leadership training, and career placements. 

Professional Development Strategy Considerations-

1. Self-Assessment and Goal Setting are critical first steps in professional development, allowing students to identify skills gaps and create a plan for growth. 

2. Utilizing Available Resources such as tutoring, attending speaker events, and mentorships can help students quickly acquire information and knowledge. 

3. Building Relationships by connecting with faculty, other students, and university’s corporate sponsors to promote professional and personal growth. 

4. Adapting to Change using different Learning Management Software (LMS) to help understand innovative technologies in fields of business that are evolving rapidly. 

5. Seeking Feedback and being open to continuous improvement that enhance both student performance and confidence. 

6. Proactive Professional Development Earning additional certifications that turn challenges into opportunities, leading to career advancement and job satisfaction.  

Conclusion 

The WDCOBE Student Success Framework represents a proactive and scholarly approach to addressing critical challenges in higher education. By leveraging data-driven strategies, fostering meaningful engagement, and cultivating industry partnerships, WDCOBE positions itself as a model for excellence in student success. This framework not only aligns with institutional goals but also reflects a broader commitment to societal impact and educational equity. 

Prepared and written by: The Student Success Team, Willie A. Deese College of Business and Economics- North Carolina A&T State University 

Dr. Jason J. Caldwell, Interim Assistant Dean of Student Success & Programming 

Mr. Richard Fuqua, Instructor- Student Success Colloquium  

Dr. Kimberly Heckstall, Instructor- Student Success Colloquium & Management Department  

Dr. Jenard Moore, Director- Exceptional Males in Business Program

Ms. Whitney Powell, Instructor- Student Success Colloquium 

Mrs. Deborah S. Williamson, Advisor/Lecturer- Center for Academic Excellence   

References 

Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. 

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. 

Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. 

National Center for Education Statistics. (2022). Digest of education statistics. Retrieved from https://nces.ed.gov 

National Student Clearinghouse Research Center. (2023). Current term enrollment estimates. Retrieved from https://nscresearchcenter.org 

Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success for all students. Routledge. 

Tinto, V. (2017). Completing college: Rethinking institutional action. University of Chicago Press.